{"title":"加强巴基斯坦学校教师的职业适应：测试通过情感化学习体验传授的基于优势的职业干预。","authors":"Zane Asher Green","doi":"10.1007/s10775-021-09502-2","DOIUrl":null,"url":null,"abstract":"<p><p>This study demonstrated that the <i>Exemplary Teaching</i> intervention offered to Pakistan's school teachers through the emotionalized learning experiences (ELE) format fared better than that offered through the teacher-centered methodology as regards the development of career adaptability, teaching self-efficacy, and work engagement from Time 1 to Time 2. Analyses to explore the development of career variables from Time 2 to Time 4 revealed that only the teachers who were offered the ELE intervention effectively engaged in step-by-step career construction over the academic year. Theoretical contributions of the results and implications for offering future career interventions amid COVID-19 are also discussed.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10775-021-09502-2.</p>","PeriodicalId":46036,"journal":{"name":"International Journal for Educational and Vocational Guidance","volume":"23 1","pages":"43-75"},"PeriodicalIF":1.8000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8478636/pdf/","citationCount":"0","resultStr":"{\"title\":\"Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences.\",\"authors\":\"Zane Asher Green\",\"doi\":\"10.1007/s10775-021-09502-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study demonstrated that the <i>Exemplary Teaching</i> intervention offered to Pakistan's school teachers through the emotionalized learning experiences (ELE) format fared better than that offered through the teacher-centered methodology as regards the development of career adaptability, teaching self-efficacy, and work engagement from Time 1 to Time 2. Analyses to explore the development of career variables from Time 2 to Time 4 revealed that only the teachers who were offered the ELE intervention effectively engaged in step-by-step career construction over the academic year. Theoretical contributions of the results and implications for offering future career interventions amid COVID-19 are also discussed.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10775-021-09502-2.</p>\",\"PeriodicalId\":46036,\"journal\":{\"name\":\"International Journal for Educational and Vocational Guidance\",\"volume\":\"23 1\",\"pages\":\"43-75\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8478636/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal for Educational and Vocational Guidance\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10775-021-09502-2\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2021/9/29 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal for Educational and Vocational Guidance","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10775-021-09502-2","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2021/9/29 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
Strengthening career adaptation among school teachers in Pakistan: Test of strengths-based career intervention imparted through emotionalized learning experiences.
This study demonstrated that the Exemplary Teaching intervention offered to Pakistan's school teachers through the emotionalized learning experiences (ELE) format fared better than that offered through the teacher-centered methodology as regards the development of career adaptability, teaching self-efficacy, and work engagement from Time 1 to Time 2. Analyses to explore the development of career variables from Time 2 to Time 4 revealed that only the teachers who were offered the ELE intervention effectively engaged in step-by-step career construction over the academic year. Theoretical contributions of the results and implications for offering future career interventions amid COVID-19 are also discussed.
Supplementary information: The online version contains supplementary material available at 10.1007/s10775-021-09502-2.
期刊介绍：
The International Journal for Educational and Vocational Guidance publishes articles in relation to work and leisure, career development, career counselling and guidance and career education, which have preferably either an international content (e.g. comparative studies, multi or cross-cultural perspectives, regional surveys, etc.) or contribute to topics of broad international interest (e.g. theoretical developments, ethical issues, etc.). Important national developments which are of wider interest can be included. All articles should present implications for practice.
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